The teaching profession, particularly in the demanding context of English as a Foreign Language (EFL) in China, presents significant challenges to teachers' psychological well-being. Research indicates high rates of stress, anxiety, and burnout among Chinese EFL teachers. This study investigates the potential of mindfulness, growth mindset, and teaching enthusiasm to improve well-being. Mindfulness, the cultivation of present-moment awareness, has been shown to reduce stress and promote emotional regulation. Growth mindset, the belief in the malleability of abilities, is linked to resilience and reduced burnout. Teaching enthusiasm, characterized by passion and excitement, is associated with positive student outcomes and reduced teacher stress. While previous research has explored these factors individually, this study examines their interconnectedness and the mediating role of teaching enthusiasm in influencing well-being among Chinese EFL teachers. Understanding these relationships is crucial for improving teacher well-being and creating positive learning environments for students.

The literature review comprehensively examines the existing research on teacher well-being, mindfulness, growth mindset, and teaching enthusiasm. Psychological well-being is defined holistically, encompassing emotional, cognitive, and social dimensions. The review highlights the specific stressors faced by teachers, including workload, challenging student behavior, and lack of support, which can contribute to burnout. Mindfulness practices are discussed as a means to reduce teacher stress and improve emotional regulation, with studies showing their positive impact on job satisfaction and classroom management. The literature on growth mindset underscores its importance in fostering resilience, self-efficacy, and a positive attitude towards challenges, ultimately contributing to improved well-being. Teaching enthusiasm is examined as a crucial factor influencing student learning outcomes and teacher well-being, although its relationship with well-being is acknowledged as complex and potentially influenced by other variables. The review concludes that a more integrated understanding of these factors is needed, particularly within the Chinese EFL context.

This mixed-methods study employed a two-phased approach. The quantitative phase involved a survey distributed to 268 EFL teachers across three provinces in China, selected using stratified random sampling to ensure a diverse and representative sample. The survey utilized established scales to measure psychological well-being (Ryff & Keyes' Psychological Well-being Scale), mindfulness (Mindful Attention Awareness Scale), growth mindset (Dweck's Growth Mindset Scale), and teaching enthusiasm (Kunter et al.'s Teaching Enthusiasm Scale). Data analysis involved structural equation modeling (SEM) using SPSS and AMOS to examine the relationships between variables. The qualitative phase utilized semi-structured interviews with a purposive sample of 12 teachers from the initial quantitative sample to gain richer insights into their experiences. The interviews, conducted in Mandarin Chinese and translated into English, explored teachers' strategies for stress management, views on their development, motivations, and the impact of their work on well-being. Thematic analysis was used to analyze the qualitative data. A power analysis ensured sufficient sample size for the quantitative analysis. Confirmatory factor analysis (CFA) was used to assess the validity and reliability of the measurement scales before proceeding to SEM analysis.

The quantitative analysis revealed significant positive correlations between mindfulness, growth mindset, teaching enthusiasm, and psychological well-being. SEM analysis confirmed the hypothesized model, showing direct positive effects of mindfulness, growth mindset, and teaching enthusiasm on well-being. Critically, teaching enthusiasm acted as a significant mediator, indicating that mindfulness and growth mindset indirectly enhance well-being by fostering teaching enthusiasm. The CFA confirmed the validity and reliability of the measurement instruments. Qualitative findings corroborated the quantitative results. Three main themes emerged from the interview data: (1) cultivating mindfulness for focus and composure, (2) growth mindset fostering sustained motivation, and (3) a positive feedback loop between teaching enthusiasm and well-being. The qualitative data provided nuanced insights into how teachers experienced and utilized mindfulness, growth mindset, and teaching enthusiasm in their daily practices and how these factors influenced their well-being.

The findings address the research questions by demonstrating that mindfulness and growth mindset directly and indirectly (through teaching enthusiasm) contribute to the psychological well-being of Chinese EFL teachers. The strong mediating role of teaching enthusiasm highlights the importance of fostering passion and engagement in teaching. The study contributes to the field by providing a more comprehensive understanding of the interconnectedness of these variables and their collective impact on teacher well-being within the Chinese EFL context. The results have implications for teacher training, professional development, and school policies aimed at improving teacher well-being and creating supportive learning environments. The convergence of quantitative and qualitative findings strengthens the study's conclusions and provides a more holistic view of the phenomenon.

This mixed-methods study demonstrates the significant positive impact of mindfulness, growth mindset, and teaching enthusiasm on the psychological well-being of Chinese EFL teachers. Teaching enthusiasm acts as a crucial mediating variable, highlighting the importance of fostering passion in the profession. The findings have implications for teacher training, emphasizing the need for integrating mindfulness-based interventions and growth mindset principles into professional development programs. Future research should explore the long-term effects of these interventions and investigate how contextual factors might influence their effectiveness across different cultural and educational settings.

The study's reliance on self-reported data might introduce bias, such as social desirability bias. The focus on Chinese EFL teachers limits the generalizability of the findings to other cultural contexts or teaching populations. Future research could address these limitations by employing multiple data collection methods (e.g., physiological measures, classroom observations) and conducting cross-cultural comparisons.